How to talk about early childhood education and care
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Early childhood education and care (ECEC) in Australia is complex which can lead to confusion. Early Childhood Australia (ECA) has developed this guide to encourage the use of language that reflects the importance of the early years and the work of early childhood educators.
Many words used to talk about early childhood education and care have a long history of being used to diminish the importance of the contribution that educators make to children’s learning, development and wellbeing in the early years. When people talk about ‘child care’, ‘child-minding’ or ‘looking after little kids’, they reinforce outdated views that undervalue early education and the highly specialised knowledge and expertise of early childhood educators and leaders. We all need to work together to change these views.
The use of consistent, affirmative, inclusive, culturally-safe , responsive and sector-accepted language acknowledges and promotes the professionalism of the sector and the importance of early childhood education and care in the lives of young children and their families.
By choosing words carefully, you can show that you value the early childhood education and care sector and respect educators’ professionalism. You can also be a role model for others to do the same.
Why early learning matters
The early years are critical for lifelong learning and wellbeing. In the first five years of life, children’s brains are wired to learn quickly. Quality early childhood education and care helps to amplify children’s natural skills and abilities.
Young children learn best through play-based experiences. Qualified early childhood educators support and extend play to maximise learning through exploration, inquiry and problem-solving. Educators are highly skilled professionals who observe, notice, plan, implement and reflect on children’s learning experiences, mapping children’s wonderings, tinkering, interactions, experiences, discoveries and language to the approved learning frameworks.
Educators are discerning, understanding when to step back and observe and listen, and when a question, provocation or response may support a child’s thinking. Educators work relationally, understanding that relationships and trust underpin their interactions with children. Educators partner with families in understanding and supporting children’s learning, development and wellbeing, and value families as children’s first educators.
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